Perkins eLearning What’s the Complexity Fall 2017 Fitchburg State University EDUCATOR Programs Comprehensive Syllabus Fall 2017 The What’s the Complexity Framework: Designing a visually accessible school day for the child with CVI. 3 Graduate Credit hours (35 Continuing Education Hours) October 23 – December 11, 2017 Number of Sessions: 7 Number of Contact Hours: 35 Instructor: Matt Tietjen, M.Ed., CTVI Office: 42 Guire Rd. Durham, CT 06422 Telephone: 860-977-7446 E-mail: [email protected]Course Description: Participants will move toward an advanced understanding of the CVI Characteristics (Roman-Lantzy) with an emphasis on how they manifest in students who score in late Phase II and Phase III on The CVI Range (Roman-Lantzy). We will study the characteristic “Difficulty with Visual Complexity” in depth, explore its central relationship to the other characteristics, and examine the ways in which it can impact behavior and access to education for children with CVI. Our study of visual complexity will integrate the literature on cortical and cerebral visual impairment. Participants will learn how to use The What’s the Complexity Framework to evaluate the complexity of school environments, tasks and materials and to guide educational teams in creating more visually
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Perkins eLearning What’s the Complexity Fall 2017
Fitchburg State University
EDUCATOR Programs
Comprehensive Syllabus
Fall 2017
The What’s the Complexity Framework: Designing a visually accessible
Fitchburg State University Teacher Education Conceptual Framework
Learning Outcomes / Objectives:
Participants will learn:
• How to use The What’s the Complexity Framework to guide the educational team in designing an
accessible, appropriate school day for the child with CVI.
• About the CVI Characteristics (Roman-Lantzy) in depth, with a particular emphasis on complexity
and its relationship to the other characteristics.
• How the CVI Characteristics (Roman-Lantzy) manifest later in The Range, with an emphasis on
late Phase II and Phase III.
• How CVI affects behavior
• About the primary barriers to visual access for children with CVI.
• About the relationship and overlap between the approaches and principles described in both the
cortical and cerebral visual impairment literature.
• About neuroplasticity and why we have an expectation of growth regarding our student’s
functional vision.
• How to assess a child’s ability to interpret two-dimensional images
Knowledgeable
Skillful
Caring Ethical
Perkins eLearning What’s the Complexity Fall 2017
• How to provide direct instruction in salient features and interpretation of two-dimensional
materials
• About interventions, including strategies for math and literacy instruction.
This course will address the dispositions of the Conceptual Framework in the following way(s):
1. Knowledge: As a result of the learning experiences in the course, you will become more
cognizant of:
• How the CVI characteristics (Roman-Lantzy) impact students later in The Range,
particularly those in late Phase II and Phase III
• The “difficulty with visual complexity” characteristic and its central relationship to many
of the other characteristics.
• The primary barriers to visual access for children with CVI.
• The relationship and overlap between the approaches and principles described in both
the cortical and cerebral visual impairment literature.
• Neuroplasticity and why we have an expectation of growth regarding our student’s
functional vision.
• The family member’s essential role in the process of designing a visually appropriate
school day for their children.
2. Caring: As a result of the learning experiences in the course, you will become more
competent in your ability to:
• Use The What’s the Complexity Framework to:
a) Guide the team in selecting appropriate visual learning media
b) Identify appropriate educational tasks for the child with CVI
c) Determine appropriate learning environments for a child with CVI
d) Determine the appropriate balance between the complexity level of the
task and environment for a given activity.
Perkins eLearning What’s the Complexity Fall 2017
e) Evaluate the complexity level of a given environment
f) Evaluate the complexity level of a given task
g) Guide the educational team in addressing instances of visual complexity as
they occur throughout a single activity or entire school day.
h) Determine the most appropriate scheduling of activities to reduce
cumulative complexity and resulting visual fatigue.
i) Determine a pro-active visual break schedule
• Ethical: As a result of the learning experiences in the course, you will become more
competent in your ability to:
o Explain vision and CVI to educational teams
o Identify the main barriers to visual access throughout the school day for children
with CVI
o Explain to education teams how inappropriate visual demands can affect the
behavior of children with CVI.
o Guide educational teams in developing an accessible school day for children with
CVI.
Instructional Strategies
x Lecture x Data Collection and Analysis
x Discussion/Questioning Pre-Practicum
Laboratory Role Playing/Simulation
x Problem Finding/Solving x Independent Learning
_ Discovery _ Field Trips
_ Interviewing Computer Applications
_ Collaborative Learning Groups x Viewing or Listening to Followed
by Discussing
x Reflective Responses Other
Creating Visual Illustrations of
Perkins eLearning What’s the Complexity Fall 2017
Concepts
Technology Initiatives:
Users of the Fitchburg State University technology systems are subject to all applicable federal, state,
and international technology laws. Questions regarding regulations may be directed to the Office of
Information Technology.
Candidates will utilize technology as:
• Access to the course
• a communication method (email)
• a research method
Course Requirements:
The required assignments for this course are as follows:
Post-Tests session quizzes:
There will be a post-test (quiz) in each of the seven sessions. Participants are required to complete all of
the quizzes. The quizzes will be multiple choice and true/false questions. Completion of the quizzes
satisfies the requirement. However, failure to complete them will result in a loss of points toward the
final grade.
The rubric point scale will be used to assess your work based on a 30 point scale.
There will be 7 post-tests = 210
Perkins eLearning What’s the Complexity Fall 2017
Discussion Forums:
There will be a discussion forum assignment in each of the seven sessions. Each participant is required
to contribute to each forum using information and knowledge gathered from the class lecture, assigned
reading, website visits, etc. Participation in the discussion forums is critical for maximizing your learning
experiences in this course. You are required to be part of an online community who interact, through
discussion to enhance and support the professional development of the group. Part of the assessment
criteria for the course includes assessing the quality and quantity of your participation in the discussion
forum.
Some characteristics that are considered to be part of excellent discussion contributions are outlined
below.
• A minimum of two posts is required. You should submit your initial post early in the session,
and your subsequent responses to the posts of other participants at timely intervals within the
duration of the session. Keep in mind that the goal is to have a dynamic discussion that lasts
throughout the entire session.
• Your posts and responses should be thorough and thoughtful. Just posting an “I agree” or “Good
ideas” will not be considered adequate. Support your statements with examples, experiences, or
references. You are, however, encouraged to be brief – keep each post and response to one or
Rubric for
Weekly Post-
Tests
30 points 0 points
Completion of
Post-Test/quiz
Max pts: 30
Post-tests are
completed
within the
specified
timeframe
Post-test is not
completed in
the specified
timeframe
Perkins eLearning What’s the Complexity Fall 2017
two short paragraphs. Keep in mind that your fellow participants will be reading and responding
to you, too.
• Make certain to address the discussion prompt(s). This does not mean you should not extend
the topic, but do not stray from the topic.
• Discussions occur when there is dialogue. Build upon the posts and responses of other learners
to create discussion threads. Make sure you revisit the discussion forum and respond (if
necessary) to what other participants have posted to your initial responses.
• When relevant, add to the discussion by including prior knowledge, work experiences,
references, web sites, resources, etc. (giving credit when appropriate).
• Your contributions to the discussions should be complete and free of grammatical or structural
errors.
The rubric point scale will be used to assess your work based on a 20 point scale.
Seven discussion forums are required at 20 points possible for each Rubric = 140
• 5 pt. possible for appropriate incorporation of and reference to the readings
• 10 pts. possible for the appropriate number of responses (two responses per discussion – one to
the question and one to another participant’s post)
• 5 pts. possible for quality response (well-written, appropriate response to the question/topic).
Discussion
Forum Rubric
20 points 10 points 0 points
Incorporation
of and
reference to
the readings in
discussion
responses
Max pts: 5 Responses include
reference to the
readings assigned
for the week.
Responses do not
include any reference to
the readings for the
week.
Perkins eLearning What’s the Complexity Fall 2017
Max pts: 5
Quality, well-
written
response
Max pts: 10
Responses
clearly address
the discussion
topic including
student’s own
thoughts as well
as the responses
posted by others.
Responses address
the discussion
topic but do not
respond to
responses posted
by others.
Responses do not
address the discussion
topic.
Appropriate
number of
responses
Max pts: 5
A minimum of
two responses
are posted.
Only one response
is posted
No responses are
posted.
All discussions must be posted by the posted due date.
Assignments:
There will be one to two assignments in each of the seven sessions. There will be 13 assignments total.
Each participant is required to provide a well-written response to the assignments. Participants should
reference information from the readings, and lecture notes in their posts. Each participant will be
expected to complete the assignment as described in the weekly session.
The rubric point scale will be used to assess your work based on a 30-point scale. There are 13
assignments with 30pts. possible for each = 390 points.
Perkins eLearning What’s the Complexity Fall 2017
• 15 points possible for appropriate incorporation and reference to the readings and lectures
(when applicable).
• 15 points possible for a quality response (well-written, appropriate response to the
question/topic).
Rubric for Case
Study Assignments
15 points 6 points 0 points
Incorporation and
reference to the
readings and
lectures in case
study response
questions
Max pts: 15
Response includes
reference to 2 or
more readings
assigned for the
week.
Response includes
reference to 1
reading assigned for
the week.
Response does not
include any
reference to the
readings for the
week.
Quality, well-
written response
Max pts: 15
Response to the
assignment is
thorough, providing
a complete answer
to the case study
questions
Response to the
assignment
provides a partial
answer to the case
study questions.
No response
submitted
All assignments must be posted by the posted due date. Exceptions are considered on a case-by-case
basis by contacting the Teaching Assistant.
Perkins eLearning What’s the Complexity Fall 2017
Webquests:
There will be one webquest assignment. It will ask participants to search the web for
information related to the course content. Participants are asked to search for a website that is
relevant to the assignment and provide a thorough answer to the question posed by the
instructor. Each participant will be expected to complete the webquest assignment as described
in the weekly session.
The rubric point scale will be used to assess your work based on a 30 point scale.
One webquest is assigned at 30 point possible = 30 points.
Rubric =
• 15 pts. possible for choice of websites
• 15 pts. possible for quality response (well-written, appropriate response to the
question/topic).
Rubric for Webquests
15 points 10 points 5 point 0 points
Choice of website Max pts: 15
Max pts: 2 Websites
chosen are
highly relevant
to the
assignment.
Websites
chosen are
moderately
relevant to the
assignment
Websites are not
chosen or not
relevant to the
assignment
Quality response Max pts: 15
Response to the
assignment is
thorough providing
a complete answer
to the webquest.
Response also
includes
information
Response to
the assignment
is thorough
providing a
complete
answer to the
webquest.
Response to the
assignment is
provides a
partial answer to
the webquest.
No response is
submitted
Perkins eLearning What’s the Complexity Fall 2017
regarding how this
information will be
used by the
participant in the
future.
Evaluation or Grading Policy:
Methods of Evaluation
Participants are evaluated by the following methods:
Assignments = 390 points
WebQuests = 30 points
Quizzes = 210 points
Discussion Forums = 140 points
Total Points Earned: 770
Fitchburg State University Graduate Grading System:
GPA Points
Earned Letter Grade
4.0 716-770 A
3.7 693-715 A-
3.5 685-692 A-/B+
3.3 669-684 B+
3.0 639-668 B
2.7 616-638 B-
Perkins eLearning What’s the Complexity Fall 2017
2.5 604-615 B-/C+
2.3 592-603 C+
2.0 561-591 C
0.0 0-560 F
W Withdrawn
IN Incomplete
IP In-Progress
Rubrics
Rubrics are provided in the Course Requirements Section.
Course Content/Topical Outline
Session One: Constructing the Visual World
Neuroscientist Paul Bach-y-Rita said, “We don’t see with our eyes. We see with our brains.” In order to understand CVI, one must first understand what vision is – our brain’s 3D representation of the visual world out in front of us (Dutton). In this session, we will explore the brain’s role in constructing our visual experiences. We will also consider the ways in which we, in turn, construct our visual world (environments, tasks, etc.) to ensure that most of our visual experiences fall within our brain’s capabilities. We will look at how a brain-centered understanding of vision can deepen our insight into how a child with CVI might see the world and enhance our ability to explain it to the educational team. There will be a special emphasis on visual complexity and what it means to have difficulty with visual complexity. Finally, we will consider the phenomenon of neuroplasticity and its implications for children with CVI
Session Goals:
Upon completion of this session, the participant will be able to:
• Explain vision to others in a way that will help them better understand CVI
• Describe the role that the brain plays in constructing our visual experiences, with an emphasis on
dorsal and ventral stream functions.
Perkins eLearning What’s the Complexity Fall 2017
• Explain the ways in which most typical environments and activities have been designed to fall
within the abilities of the typical human visual system.
• Describe neuroplasticity and its relationship to CVI.
Required Readings/Media:
Dutton, G. Cortical Visual Impairment: Working Within and Around the Limitations of Vision. Retrieved
McDowell, Nicola. Nicola’s Blog posts 1 and 2. CVI Scotland Website. Retrieved
http://cviscotland.org/news.php?cat_id=33
Fox, Alfie. How I See [Youtube Video]. Retrieved https://www.youtube.com/results?search_query=alfie+fox+how+i+see Fox, Alfie. Through My Eyes…It’s a Whole Different World. Retrieved https://www.youtube.com/watch?v=pOac6Z5djzA&t=34s
Assignments: There are two required assignments this week, 30 points each.
• Assignment 1 (Choose one of the following three hypothetical scenarios):
o You are preparing to do a CVI training for a team who is welcoming their first student
with CVI. You want to begin the training by getting them to think differently about what
vision is? You want them to reframe vision in a way that will better help them understand